"A Manual on the Assessment of School-Based Management Practices"
A Manual on the Assessment of School-Based Management Practices Republic of the Philippines Department of Education School-Based Management, Technical Working Group Basic Education Sector Reform Agenda (BESRA) DepED Complex, Meralco Avenue, Pasig City 1600 2009 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Table of Contents Pages Foreword iv -v DepED Memorandum vi I. Introduction 1 II. Purposes of SBM Assessment 2 III. Assessment Framework of SBM Practice 2 IV. School Based Management System 3 V. Matrix of SBM Dimensions by Scale of Practice 4 VI. Administration of SBM Practices Assessment 15 VII. Responsibilities of the School Head in the Assessment 19 VIII. The Focused Group Discussion (FGD) 11 A. Template 1: The Scoring Template 24 B. Template 2: SBM Practices Assessment Result 28 C. Template 3: Division Work Plan 30 IX. Assessment Tool 33 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Foreword The Department of Education has stepped up its efforts to decentralize education management – a strategy that is expected to improve the Department’s operating efficiency and upgrade education quality. We are now accelerating the implementation of School-Based Management (SBM), a key component of Basic Education Sector Reform Agenda or BESRA. With SBM, the school as key provider of education, will be equipped to empower its key officials to make informed and localized decisions based on their unique needs toward improving our educational system. This Manual on Assessment of School-Based Management Practices has been produced as a tool to help educators manage and run our schools efficiently and effectively. It highlights the strategic importance of educating our children and other stakeholders in participating in educational activities. This emphasis will make the task of our school heads and teachers easier, as the community will be one with them in their efforts to improve the school. The content of this Manual has been developed and prepared with the participation of education specialists who have practical and diverse experiences in their field. The concepts have been pilot-tested in several projects such as the Third Elementary Education Project (TEEP), the Secondary Education Development and Improvement Project (SEDIP), Basic Education Assistance for Mindanao (BEAM) and Strengthening the Implementation of Basic Education in the Visayas (STRIVE). The projects have created tremendous positive iv BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) changes and improvement in the schools. After being tried out in project sites, the concepts were further validated by school heads in remote schools. I can say with full confidence that these concepts have been tried, tested and passed strict scrutiny. In implementing SBM, the Department is doing all it can to create an environment where all the people involved commit to make change happen under a decentralized setup. This change is ultimately geared towards the school children’s enjoyment of their right to quality education and other equally important rights such as the right to be safe and healthy, to be protected from harm and abuse, to play and to have leisure, to express their views freely, and to participate in decision-making according to their evolving capacities. For this new setup to succeed, our principals and teachers need to develop their people skills and managerial capabilities. They have to be empowered to be catalysts for change in our schools. Let me encourage you to understand well the Manual and own its concepts and principles. Be empowered to strengthen partnerships, engage education stakeholders and produce graduates who are fully equipped for the 21st century. JESLI A. LAPUS Secretary Department of Education v BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) September 11 2009 DepED MEMORANDUM No. 386, s. 2009 UTILIZATION OF MANUALS RELEVANT TO SCHOOL-BASED MANAGEMENT To: Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Schools Division/City Superintendents Head, Public Elementary and Secondary Schools In addition to the four (4) Primers on School-Based Management cited in DepED Order No. 37, s. 2009, the Technical Working Group (TWG) on School-Based Management (SBM) developed the following three (3) Manuals in support of its institutionalization: Manual on Assessment of SBM Practice. Presents the SBM Framework, the six (6) Dimensions of the SBM Assessment Instrument and the next-steps after the conduct of assessment. It enables the school to determine its level of SBM practice and the technical assistance it needs from support offices; Manual on School Governing Council. Provides schools with the basic information on the organization and operationalization of School Governing Councils; and Manual on School Improvement Planning. Discusses in detail the “why”, the “what”, the “who”, the “when”, and the “how” of school improvement planning. It is intended to help schools craft and implement, monitor and evaluate the same (SIPs) and (AIPs). These Manuals are being printed and will be distributed to schools, DepED Offices and stakeholders when these are ready. Schools are urged to utilize these materials for their guidance in their practice of SBM. Immediate and wide dissemination of this Memorandum is desired. Reference: DepED Order: No.37, s. 2009 Allotment: 1- (D.O. 50-97) JESLI A. LAPUS To be indicated in the Perpetual Index under the following subjects: Secretary CHANGE MANUALS PROJECTS PROGRAMS SCHOOLS vi BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) I. Introduction To achieve the Education for All (EFA) objectives by 2015, the Department of Education is pursuing policy reforms under the Basic Education Sector Reform Agenda (BESRA). Key Reform Thrust 1 (KRT1) of BESRA is School-Based Management (SBM). SBM underscores the empowerment of key stakeholders in school communities to enable them to actively participate in the continuous improvement of schools towards the attainment of higher pupil/student learning outcomes. A decision as to where and into what aspect of school management and processes a school and its stakeholders may start to build upon, as prescribed in the SBM Scale of Practice, makes assessment imperative. Assessment is also important to determine the directions of improvements to attain the mature level of SBM practice. For this reason, the Assessment Tool for SBM Practices was developed. The tool is based on the “Framework and Standards for Effective School-Based Management Practice Towards Improved Learning Outcomes” carried out by the Department of Education. Specifically, the tool is evidence-based and provides a baseline for those who are just starting a culture of SBM or for those schools progressing toward the next level of SBM practice. Awareness of the current status of the school serves as a sound basis for the establishment of a plan of action to address certain gaps or challenges. The basic concepts on the assessment tool as well as its administration are contained in this Manual. This Manual serves as a guide to the key players in the school in assessing their SBM 1 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) practices as well as in identifying their needs for technical support that ought to be given by the Department of Education in various administrative levels. It should be noted that this instrument is NOT an evaluation of the performance of the school head but an assessment of SBM practices. II. Purposes of SBM Practices Assessment SBM assessment aims to: • determine the level of the SBM practices of the school; • provide the school a sound basis on which to establish its plan of action; • improve the SBM support systems through interventions that the school and other administrative levels of the Department may introduce; and • determine the effectiveness of SBM practices in the delivery of basic education services. III. Assessment Framework of SBM Practices The Framework identifies and explains the elements, logical structure and interrelationship of units that comprise a system. Geared towards the improvement of education outcomes, the SBM framework describes the system for: a) securing adequate inputs and managing them efficiently and effectively; b) establishing and developing structures and mechanisms that are helpful in achieving desired goals and objectives; c) introducing and sustaining a continuous improvement process; and d) ensuring that every school produces the intended outputs that lead to the attainment of better education outcomes. 2 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Management of SCHOOL • resources • classroom instruction • student achievement 3 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) IV. Matrix of SBM Dimensions by Scale of Practice To ensure that SBM works toward improved learning outcomes, which is the ultimate goal of school- based management, a three-Scale of Practice has been devised. Level I (Standard) - refers to compliance of a school with the minimum requirements for securing and managing inputs, establishing appropriate structures and mechanisms, and improving processes that affect instruction and student achievement in order to produce the desired levels of outputs that lead to improved learning outcomes. Level II (Progressive) - intensifies mobilization of resources and maximizes efforts of the school to achieve desired learning outcomes. Level III (Mature) - goes further by maximizing efforts of the school and the community/stakeholders to achieve higher learning outcomes. Specifics of the scale of practice by dimension are shown in the next pages. 4 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Table 1. Matrix of SBM Dimensions by Scale of Practice SBM Level I Level II Level III Dimension (Standard) (Progressive) (Mature) 1. School • SH is designated. SH performs greater responsibility and SH is fully accountable to stakeholders for accountability in school management. school performance. Leadership • SH is trained on basic • SH exercises instructional leadership • SH significantly influences student competencies on instructional and management functions. learning outcomes and student holistic leadership (e.g., National development. Educators Academy of the • SH pursues continuing professional Philippines (NEAP) ‐SMILE). development. • SH is trained on SBM and Local • SH as a resource on SBM (e.g., acts as • SH promotes/shares SBM experiences School Board (LSB) mentor/coach). and leading practices to other schools. responsibilities. • SH creates critical mass of SBM champions. • SH initiates: • SH co‐operates with organized • SH has effective working relationship stakeholders. with LSB & School Governing Council organizing stakeholders. (SGC). installing appropriate SBM • SH manages SBM systems. systems (e.g., school • SH innovates and institutionalizes improvement planning, continuous school improvement budgeting and resource process. management, staffing, performance monitoring and • SH performs fund management • SH is relieved of accounting / • SH acts as fund manager and devotes duties (e.g. accounting / bookkeeping functions and devotes more attention to instructional bookkeeping functions. more attention to instructional leadership and supervision. leadership and supervision. 5 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice Level I Level II Level III SBM Dimension (Standard) (Progressive) (Mature) 2. Internal • Students are made aware of their • Students exercise their rights and • Students share in school leadership and Stakeholders’ rights and responsibilities as fulfills their responsibilities as management. Participation primary stakeholders. primary stakeholders. (teachers, • Students are held accountable for their parents, performance. students) • Teachers are trained on • Teachers improve teaching • Teachers are co‐leaders / co‐managers curriculum, content, and effectiveness. of schools. pedagogy. • Teachers mentor peers. • Teachers hold themselves accountable for student performance. • Teachers pursue continuing professional development. • Parents assume responsibilities as • Parents co‐manage and co‐monitor • Parents are also held accountable for partners in the learning process. learning process. the performance, achievement and well‐being of their children. • Students, teachers, and parents • Students, teachers, and parents • Students, teachers, and parents are adequately oriented on SBM. support SBM. champion SBM. • Students, teachers, and parents • Organized stakeholders introduce • Organized stakeholders pro‐actively understand their respective roles and co‐implement programs engage themselves in school and responsibilities on SBM; and supporting school‐wide governance and continuous school‐ are organized for participation in improvement process. wide improvement process. SBM processes. 6 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature) 3. External • External stakeholders are • Organized external stakeholders • Organized stakeholders engage Stakeholders’ organized and made aware of exercise their rights and themselves in school governance and Participation their rights and responsibilities as responsibilities as education school‐wide improvement process. (alumni, parents of education stakeholders. stakeholders. alumni, local leaders, retired • Local government stakeholders • Local government stakeholders are • Local government stakeholders are teachers, youth are oriented into a functional LSB enabled (thru capacity fully enabled to institutionalize leaders/ (e.g., school building and development interventions on expanded LSB functions thru multi‐year Sangguniang facilities, extension classes, and resource planning and supplemental lump‐sum budget Kabataan) sports development). management) for an expanded LSB allocation for SBM (e.g., PS, MOEE, CO). functions (e.g., support educational subsidies, Instructional Materials and Textbooks (IMTEX), teachers, school personnel, students’ welfare and development). • Community leaders / People’s • Community leaders / POs / NGOs • Community leaders / POs / NGOs are Organizations (Pos) / Non‐ are enabled (through capacity fully enabled to provide Government Organizations development interventions institutionalized support community‐ (NGOs) are oriented, organized, resource and programming wide programs to continuously and mobilized to support SBM planning and management) for improve learning outcomes (including (e.g. school community expanded and school‐wide support ALS) and to promote children’s welfare. partnerships at least within the (e.g. Every Child A Reader classroom or selected Program, institutionalized interventions like Adopt‐a‐ remedial class support, health and School program). nutrition). 7 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) • External stakeholders understand • Organized external stakeholders • Organized stakeholders introduce and their respective roles and support implementation of school‐ co‐implement programs supporting responsibilities on SBM; and are wide improvement process which the school‐wide improvement process organized for participation in SBM focuses on children’s learning and which focuses on children’s learning processes. development. and development. • Organized stakeholders champion SBM. • Organized stakeholders help create a community environment that supports children’s enjoyment of their right to quality education and other rights (right to express themselves freely). 8 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature) 4. School • School conducts assessment of • School conducts periodic • School institutionalized assessment Improvement SBM practice using assessment assessment of SBM practice of SBM practice using assessment Process tool . using assessment tool. tool. • SGC is organized. • SGC supports continuous school • SGC demands and champions improvement process. continuous school improvement process. • SGC members are oriented and • SGC members are performing • SGC members are held accountable trained on SBM and school their respective duties and for school performance. governance. They are made responsibilities. aware of their duties and responsibilities. • SIP/AIP needs and priorities are • School does participatory and • SIP/AIP formulation and systematically identified knowledge‐based SIP/AIP implementation involve full and (through situation analysis within development and sustained engagement of the context of existing conditions, implementation that are stakeholders. circumstances and available responsive to community needs resources ). and performance feedback. • SIP/AIP emphasizes improvement • SIP/AIP meets Divisional/ • SIP/AIP surpasses National / of educational outcomes that Regional / National Regional / Divisional performance include holistic development of performance standards on standards; Division/ Region / National children. learning outcomes. plans and programs are based on SIPs/AIPs. 9 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) • Stakeholders are informed, • Stakeholders are informed, • Stakeholders are informed, consulted, and engaged in SIP/ consulted, and engaged in SIP/ consulted, and engaged in SIP/AIP AIP formulation, implementation, AIP formulation, formulation, implementation, and and monitoring and evaluation. implementation, and monitoring and evaluation and are monitoring and evaluation and jointly accountable for school are satisfied with school performance. performance. • SIP/AIP implementation is • SIP/AIP implementation is • SIP/AIP implementation is geared regularly tracked and reported benchmarked (with leading towards achieving exemplary with necessary corrective practices) and undertakes performance and institutionalized measures undertaken. innovations and improvements. benchmarking and continuous improvement processes. • Best practices are identified, • Best practices are replicated. • Best practices are institutionalized. documented and shared among peers. 10 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice Level I Level II Level III SBM Dimension (Standard) (Progressive) (Mature) 4. School • Resources and funds (MOOE) are • Resources and funds are • Resources and funds are Improvement linked to SIP/AIP targets and augmented with LSB and sustained by LGU and community Process allocated to meet minimum community contributions and partners through supplemental (continued) educational cost requirements allocated to meet desired budget and community equity. (e.g., per capita per student). educational outcomes. • A system of incentives and • A system of incentives and • A system of incentives and rewards (and positive discipline rewards (and positive discipline rewards (and positive discipline for underperformance) based on for underperformance) based on for underperformance) based on performance contract (between performance contract (between performance contract (between SGC and DepED) is piloted to SGC and DepEd) is established SGC and DepEd) is promote school improvement with DepEd and stakeholder institutionalized with DepEd and process and children’s support to sustain school stakeholder support to sustain well‐being.. improvement process and chil‐ school improvement process and dren’s well‐being. children’s well‐being. • A system of technical assistance • A system of technical assistance • A system of technical assistance (policy support, institutional (policy support, institutional (policy support, institutional strengthening, and training) is strengthening, and training) is strengthening, and training) is installed for continuous school strengthened for continuous optimized for continuous school improvement process and school improvement process and improvement process and children’s well‐being. children’s well‐being. children’s well‐being. 11 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature) 5. School‐Based • Annual School Budget (ASB) • Annual School Budget (DepED MOOE • Annual School Budget (DepED MOOE Resources (e.g., DepED MOOE) is + SEF+ community contributions) is + SEF + community contribution and aligned with SIP/AIP. aligned with SIP/AIP. LGU supplemental budget + grants/ loans) is aligned with SIP/AIP. • School manages and • School manages and controls funds/ • School fully manages and controls controls funds/ resources resources with Division Office funds/ resources. with Division Office technical guidance. assistance (review and ap‐ • ASB is executed in • ASB is executed with efficiency and • ASB is executed with best practices accordance with guidelines. cost effectiveness. and innovations resulting in improved school performance. • ASB results in attainment of • ASB results surpassed targets and • ASB results in sustained excellent targets and desired desired outcomes. performance. outcomes. • School is properly informed • School MOOE allocation is • School budget is sustained and of MOOE allocation / MOOE augmented with LSB and community institutionalized by LGU and is published and drilled down contributions to meet desired community partners through to schools in cash. educational outcomes. supplemental budget and community equity. • School undertakes school‐ • School undertakes school‐based • School undertakes own school‐ based procurement with procurement with based procurement including IMTEX, Division Office assistance. Division Office guidance. furniture, and equipment, School Building Program (SBP) subject to DepED‐wide guidelines. 12 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature) • DepED representative to the • DepED representatives to the LSB • DepED representatives to the LSB LSB is knowledgeable of SIP ensure that SEF budget priorities monitor and influence SEF for priorities. support SIP/AIP and reflect increased sustained support to SIP/AIP. number of educational resources (e.g. classrooms, textbooks, teacher items, equipment, teachers/school personnel welfare). • MOOE funds made available • All resources and funds made • All resources and funds made to the school are recorded, available to the school are recorded, available to the school are recorded, optimally utilized, reported & optimally utilized, reported and optimally utilized, reported and accounted for. accounted for. accounted for. 13 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Matrix of SBM Dimensions by Scale of Practice Level I Level II Level III SBM Dimension (Standard) (Progressive) (Mature) 6. School Perform‐ • School introduces transparency • School exercises transparency • School is fully transparent and ance Account‐ and accountability mechanisms. and accountability in carrying out accountable. ability its functions. (performance is monitored, vali‐ • Monitoring and Evaluation (M/E) • Performance and results‐based • Stakeholders and school jointly dated, evaluated system is installed and M/E system is fully operational develop and implement and reported) and utilized in planning. multi‐sectoral and operational (e.g. data and reports are used in continuing multi‐dimensional M/E system improvement). with innovations. • Major stakeholders (SGC, PTCAs, • All stakeholders fully participate • Stakeholders hold themselves Schools Division Superintendent, in M/ E and reporting activities. accountable for school Regional Office, LSB) are performance. informed and participate in M/ E and reporting. • Quarterly school performance • Quarterly and annual school • School performance is (student and teacher performance (e.g. SRC) are presented, published and performance) is monitored and monitored and evaluated by validated through community evaluated by SGC. community stakeholders. satisfaction surveys. • Improvements in learning • Improvements in learning • Improvements in learning outcomes by Grade/Year level outcomes by Grade/Year level outcomes are tracked for bench‐ are monitored and evaluated by are monitored and evaluated on marking with other SBM schools. homeroom and tracked per school‐wide basis. student/subject. 14 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Administration of the SBM Practices Assessment The tool on pages 39-70 contains indicators regarding the six (6) dimensions of SBM Practices shown in Table 2. Each indicator has required pieces of evidence of the level of SBM practices. Each SBM dimension is to be responded to by a different group of school stakeholders who arrive at a group answer through a consensus. The Table on page 20 provides the list of SBM dimensions and the intended respondents for each dimension. The administration of the “SBM Assessment Instrument” is divided into 3 stages: Stage1: The Orientation of School Head/s; Stage 2: Responding to the Instrument by the School Stakeholders; and Stage 3: Focused Group Discussion. Instructions are provided in three parts, one for each stage. Topics are presented following the flow of the administration of the assessment instrument. The processes the school head must undergo in the conduct of the assessment are found in the succeeding pages. 15 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Table 2: Dimensions of SBM SBM Dimension Respondents School head SBM 1. School Leadership Assistant to the school head / head teacher/s / Grade chair / Department head Parent association representative SBM 2. Internal Stakeholders Teacher association chair Head of student council / organization Parent association representative LGU/Barangay chair / representative SBM 3. External Stakeholders SGC chair/representative Chair of any other active groups involved in the school (e.g. NGOs, alumni association School head SBM 4. School Improvement Parent association representative Process Teacher association chair Head of student council School head Person in charge of school funds (e.g. school budget officer/supply officer) BM 5. School-Based Resources SGC chair/representative PTA chair/representative LGU/Barangay chair/representative School head Parent association representative SBM 6. School Performance Teacher association chair Accountability Head of student council SGC chair/representative LGU/Barangay chair/representative 16 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) STAGE 1: School Head’s Orientation This stage is initiated and managed at the division level to equip the school head with the skill on how to administer the assessment. Objectives: This stage aims to ensure that school heads: 1. understand SBM, particularly the dimensions, levels and practices; 2. appreciate the intent of the SBM assessment; 3. understand all the terms used in the instrument; 4. learn the process of administering the instrument; 5. know the scoring process as well as determine the level of SBM practice of the school; and 6. know the manner of reporting the results to the division office. STAGE 2: Responding to the Instrument by the School Stakeholders PHASE 1: Orientation of School Stakeholders as Respondents The orientation focuses on the SBM Assessment, its context, objectives and procedure. The school head takes the lead role in orienting the stakeholders who shall serve as respondents to the assessment. Respondents must be thoroughly oriented on the concepts of SBM, the purpose of the assessment as well as the process that they will undergo in the assessment. It should also be an opportunity to advocate the objectives of SBM to the school stakeholders to help them become aware of their roles in the governance of the school. 17 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) PHASE 2: Actual Inventory This phase is the time for the various respondent groups to collect pieces of evidence and respond to the instrument for each indicator. This process of evidence collection and inventory may take more than one day. It must be clear to the respondents what evidence are being asked for. It is highly recommended that the respondents be allowed sufficient time to perform the inventory. Emphasize the need to collect the concrete proof required for each indicator. In this phase, the respondents are on their own in performing an inventory of the required evidence and accomplishing the instrument. It is quite important for the school head to allow them to access specific school documents that are reflected in the instrument. In some instances, the respondents may opt to do some interviews to validate their results. Policies on Evidence 1. Evidence must be presented to the stakeholders before a check mark is placed on the appropriate box. 2. Evidence/s must be the one being asked for. 3. No evidence, no check mark even if the school has been doing it. 18 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) PHASE 3: Summarizing the Stakeholders’ Responses This is a session on summarizing the results of the inventory with the stakeholders for each dimension. A Focused Group Discussion (FGD) is suggested to discuss experiences in the process of the assessment: the search for the pieces of evidence, the identification and verification of the pieces of evidence and how the instruments were used and responded to. The FGD also aims to reach a consensus on the different responses made by the respondents on the different dimensions and to determine the specific help/assistance the school needs to be fully prepared to move to the next level of SBM Practice. Responsibilities of the School Head in the Assessment 1. Read, review and understand the instrument. 2. Invite stakeholders listed on page 20 to serve as respondents to the assessment tool found on pages 37 to 70. 3. Orient school stakeholders on the assessment. 4. Lead in the inventory of evidence and prepare all the evidence required for the assessment. 5. Set a date with school stakeholders for the assessment that includes inventory of evidences. 6. Conduct focused group discussion. Sample Script of the Orientation to the Stakeholders for the School Head a. The Department of Education is requesting schools to conduct an assessment on School- Based Management (SBM) practices in all schools nationwide. This is through the auspices of the Basic Education Sector Reform Agenda (BESRA). 19 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) b. An instrument has been prepared for the assessment. (Refer to pp. 39-70) Respondents are school stakeholders, representatives of the students, teachers, LGU, PTCA and other active individuals in the school. c. The instrument has indicators found on the top of the Table of each page. Below the indicators are pieces of evidence that are required. The box provided for on the left side of the evidence statement can only be checked if there is an evidence to support it. Put a check mark on the box provided for only when the correct evidence is provided, presented and scrutinized. d. I (the School Head) shall be requesting specific stakeholders to be the main respondent to a specific dimension. (School head now distributes instrument to the different groups of stakeholders). e. As you (the Stakeholders) gather, select a facilitator from among yourselves. The facilitator leads the group and reads out the indicator followed by the evidence asked for. f. Any of the group member may show the evidence to the group. Every member will scrutinize the evidence and determine if the evidence shown is the one asked for. If so, the facilitator will put a check mark on the box provided for. g. The facilitator will go through all the statements for evidence in one particular column from top to bottom in a particular level before moving to the next column or level. h. Once the tool has been completely answered, the check mark will be counted downwards. Review to determine whether a check mark is in the box corresponding to the evidence that is present / currently seen in the school. Leave a box unmarked if the evidence is not currently present, i.e. no document supports the claim. 20 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) i. All the checked boxes shall be counted per column one after the other. j. Scores of the number of check mark will be placed for each dimension. STAGE 3: The Focused Group Discussion (FGD) Once the instrument is fully accomplished and scores have been computed, the school head calls on all respondents to a focused group discussion. Points for discussion in the FGD 1. The school head presents the total score to the stakeholders. 2. He/She points out to stakeholders at what level the school is in, in terms of SBM Practices as a result of the assessment. 3. He/She highlights area/s where the school has much evidence to show and congratulates the school stakeholders. 4. He/She then focuses on the weak points of the school as a result of the assessment and leads a discussion with stakeholders in finding out why the school is weak in such a particular area. 5. He/She leads the discussion in finding out what facilitating factors led to achieving successes in certain areas of SBM practices and what hindering factors caused such weaknesses. 6. He/She proceeds in the FGD and leads the discussion asking the stakeholders in what areas the school must focus on to strengthen SBM practices in the school. 7. He/She writes down the responses on the board. Should the respondents have difficulties in answering questions on SBM practices, the instrument will be used as jump off point and guide in the FGD. Looking at indicators and evidence statements, the school head asks probing questions to stakeholders. 8. The following focus questions may be used to generate ideas: 21 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) • What needs to be done to obtain a check mark on the indicator? • What concrete steps and actions do we have to take? • What support or help is needed to get a check mark? • Where do you think will you be able to obtain the support or help required? • What support can you give the school and me, as your school head, in order to effectively practice SBM? • What actions can be taken by us to promote SBM practices in our school? Template 2 on SBM Practices Assessment Result found on page 32 is used to help the stakeholders put together and organize their responses as a result of the FGD. 22 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Table 3. The Number of Items per Dimension Dimension Level 1 Level 2 Level 3 School Leadership Dimension 1 28 35 49 School Leadership Dimension 2 23 28 38 Internal Stakeholders Dimension 3 27 15 18 External Stakeholders Dimension 4 School Improvement 31 27 25 Process Dimension 5 School-Based Resources 17 18 21 Dimension 6 School Performance 23 14 19 Accountability TOTAL 149 137 170 23 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Template 1 The Scoring Template : DIMENSION LEVEL 1 LEVEL 2 LEVEL 3 ITEMS SCORE ITEMS SCORE ITEMS SCORE Dimension 1 School Leadership 29 35 49 Dimension 2 Internal Stakeholders 23 28 38 Dimension 3 External Stakeholders 27 15 18 Dimension 4 School Improvement Process 31 27 25 Dimension 5 School Resources 17 18 21 Dimension 6 School Performance 23 14 19 Accountability 150 137 170 Total Total Score Total Score Divided by Score Divided by total no of Divided by total total no of items no of items items Multiplied by Multiplied by Multiplied 100 100 by 100 Scoring Formula: Total score Level of SBM Practice = X 100 Divided by total number of items 24 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Level of School in SBM Practices To determine at what level the school is in, the instrument will be collected by the school head and arranged in correct order from dimensions 1 to 6. In the presence of the stakeholders, the school head will count all check marks by level. The scoring template will then be used. Put the score of each indicator beside the total number of items in each dimension. Add all the scores of each dimension in each level. Get the total of the scores from dimensions 1 to 6. Divide it by the total number of items of that level then multiply it by 100. That is the rating of the school for that level. When the school gets 100% in Level 1, the school has achieved the “Standard” level. This means that all necessary steps, inputs and activities have been achieved by the school. Should the number of check marks be between 61-99 %, then the school is in the “Moving Towards” stage. If the rating of the school is between 1– 60%, the school is in the “Starting” stage. The school is encouraged to complete Level 1 first before trying to respond to and comply with pieces of evidence for Levels 2 and 3. THE SCHOOL, HOWEVER, IS NOT PREVENTED FROM ASSESSING ITS LEVEL OF SBM PRACTICE IN ALL THREE (3) LEVELS AT ONE TIME IF IT PERCEIVES ITSELF TO BE IN POSSESSION OF PIECES OF EVIDENCE IN THE THREE LEVELS OF SBM PRACTICE. HOWEVER, NO SCHOOL CAN QUALIFY FOR LEVEL 3 OF SBM PRACTICE IF, IN THE FIRST PLACE, IT HAS NOT OBTAINED A RATING OF 100% IN LEVELS 1 AND 2 . Once the school has completed and satisfied Level 1, “Standard” level, the school can now proceed to Levels 2 and 3 assessment. If the school gets a rating of 100% in Level 1, it is in the “Standard” level of SBM practice. If it obtains a rating of 100% in Level 2, it is considered to be in the “Progressive” stage. A rating of 61 to 99% places the school in the “Advancing” stage while a rating of 1 to 60% puts the school in the “Gearing Up” stage. 25 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) For Level 3, the school is in the “Mature Stage” when it has a rating of 100%. It is in the “Accelerating Stage” when the school has a rating of 61 to 99% and in the “Practicing Stage” when it has the rating of 1 to 60%. Below is a an illustration of the stages of the different levels. LEVEL 1 LEVEL 2 LEVEL 3 100 % - Progressive 100 % - Mature 100 % - Standard Stage Stage Stage 61-99% - “Moving 61-99 % - Accelerating Toward” Stage 61-99 % - Advancing Stage Stage 1-60 % - Gearing Up 1-60 % - Practicing 1-60 % - Starting Stage Stage Stage 26 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Utilization of the Results The assessment results will be utilized by the different offices of the Department in providing the appropriate technical assistance needed by schools to move to the next level. For the School Level Assessment results will primarily be the basis for the school’s plan of action. Looking into the specific dimensions/indicators where the school was marked “X”, the stakeholders can plan for appropriate strategies or measures to improve the identified area (s) . The Template on SBM Practices Assessment Result (Template 2) shows the activities, the assistance needed and the courses of action to be undertaken by the schools after the SBM Assessment. The school then provides a consolidated listing of these courses of action/activities to the division for the technical assistance needed. School Heads must make sure that the activities identified and the SBM Practices Assessment Result Template are reflected in the SIP then translated into concrete actions in the Annual Improvement Plan (AIP). For SBM areas that can not be addressed within a year, this will also be plotted in the three-year Work and Financial Plan of the SIP. Having a clear grasp of the technical requirements necessary to implement the SIP/AIP provisions, the School Head should exhaust all means to avail of the technical assistance from the Division Office. 27 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Template 2 Level of SBM Practices: _________ SBM Practices Assessment Result ________________________________________________ School: _____________________________________ Address: ____________________________________ Division: _______________________________________________ Date Submitted to the Division SBM Coordinator: __________________________________________ Name of Division SBM Coordinator: ______________________________________________________ SBM Dimension Indicator Actions to be Taken Time Frame By Whom Resources Needed (Human and/or material) 28 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) For the Division Level: The SBM Assessment result provides the statistical picture as to how many schools are in different levels of SBM practices. Below are the steps to be undertaken by the Division: • The Division SBM Coordinator takes the lead in the consolidation of the summary of answers from all schools in the division. • The Division identifies the trend as to which dimension/s needs strategic plan of action. • It looks into the list of activities submitted by each school that requires technical assistance from the division. • It develops a Work Plan (Template 3) to address the identified dimension that needs immediate action. To be included in the Work Plan are the following: • Dimensions that need to be Addressed • Objectives and Outputs • Strategic Courses of Action/s • Persons/Units Responsible for Desired Outputs Below is a sample Work Plan: SAMPLE TREND: 80 % of the schools in the division scored lowest in SBM Dimension 4: Write the Indicator(s) • The Division incorporates the Work Plan shown in Template 3 into the DEDP and furnish the Region a copy of this. • The Division prioritizes the school(s) for project implementation with corresponding budget allocation and provide technical assistance in areas needed. 29 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) (The Template below is an example) Template 3: Division Work Plan for the Provision of Technical Assistance to Schools Dimension Objective Output Strategic Response Time Frame Unit/Person Resources Needed Responsible (Human and/or Material) • School • Develop and • Guidelines and • Obtain standards from • SDS Office Improvement disseminate procedures in RO/CO Process guidelines on establishing SGC • SGC Task Force establishing • Conduct consultation (e.g. District SGC with various stakeholders Supervisors) group • Task Force to develop, disseminate/orient and monitor establishment of SGC. • Support • Mechanism to • Develop SIP Review • Planning Officer schools in appraise quality of Mechanism developing SIP quality SIPs • Establish Division • SIP Training Task Appraisal Committee Force (DAC) • SHs trained on SIP • Organize Training of development Trainers • Organize SIP Training Mgt. Team • Obtain funding support 30 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) For the Regional Level The SBM Assessment Results may be used as basis for making policy recommendations/proposals to support the courses of action in the division and school levels. For DepED Central Office Level The Central Office will study proposed recommendations from the Regions and formulate the necessary policies to support the courses of action implemented in the field for sustainability. 31 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) 32 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) The Assessment Instrument 33 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) 34 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 1: SCHOO L LEAD ER SH IP SBM 1.1 The school head: Has an appointment Designation by the SDS Attested appointment (CSC) Plantilla (DBM) Is aware of his/her basic roles and Assumes responsibility on school performance Is being accountable to school stakeholders responsibilities in school and is accountable for it improvement STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Documents showing Accomplishments based on the school Records on the dissemination / reporting of attendance in induction Annual Improvement Plan (AIP) AIP review results and/or orientation on basic leadership and management roles of the school head Report on the Evaluation of Teacher Publication of the accomplishment of the Performance Annual Improvement Plan review School Annual Improvement Plan document Records on the dissemination and analysis Records of actions taken based on analysis of NAT/RAT/DAT results and other school of NAT/RAT/DAT results and other school performance indicators performance indicators to improve school performance Minutes of meetings with school stakeholders on school targets reflecting performance evaluation results 35 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 1: SCHOO L LEAD ER SH IP SBM 1.2 The school head: Practices and pursues shared instructional Expands shared leadership practices that Has attended SBM-related trainings leadership and management functions positively influence learning outcomes STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Has attended: Basic SBM Training Staff development program based on Records of mentoring and consultations with National Competency-Based Teacher co-administrators Standards (NCBTS) and the results of SIP/AIP Training Teacher’s Strengths and Needs Assessment (TSNA) incorporated in the Report on the results of Innovative supervisory Individual Plan for Professional programs applied Annual School Budget (ASB) Development (IPPD) /SIP/AIP Training Records on the institutionalized professional Records of coaching and mentoring by development for staff and other stakeholders Fiscal Management training school head to teachers e.g. Individual Plan for Professional Development (IPPD) of each personnel, mentoring and Records on conflict management (from ICT related training coaching journal attending to minor school conflicts to its full resolution) Minutes of meetings or documents of school-based workshops e.g. Records of consultations with internal and development of IPPD of each school external stakeholders on improving learning personnel outcomes 36 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Records of the conduct of INSET on Records on delegation of critical functions like curriculum enhancement and others(e.g. mentoring, coaching, monitoring and evaluation indigenization of the curriculum, to teachers and stakeholders development of worksheets, workbooks and others) Result of NAT performance reflecting an increase or meeting national targets Reports on the conduct of school or cluster-based trainings that respond directly to the Staff Development Program reflected in the SIP Supervisory plans reflecting “clinical supervision” methods Records of teachers/class observations with technical assistance Supervisory reports as a result of the application of “collegial supervision” methods Records of simple management tasks delegated to a committee (e.g. minutes of meeting) 37 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 1: SCHOOL LEAD ER SH IP SBM 1.3 The school head: Initiates organization of stakeholders • Acts as a resource on SBM • Establishes effective work relationship with (e.g. mentor/coach) organized stakeholders to champion SBM for continuous school improvement • Co-operates with organized stakeholders STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Documents showing roles and Records of training and orientation on Records of training/learning opportunities for responsibilities of each SBM provided by School Head to: school improvement provided by the school organized internal/external head to: Internal stakeholders stakeholder group Student Organization External stakeholders List of officers of Internal Parent Organization Stakeholders: Records of regular meetings on SBM with: Teacher Organization Student organization Student Organization LGU Parent organization Parent Organization Local Organizations Teacher organization Teacher Organization Certificates of recognition/appreciation of SH List of officials of External as resource person on SBM to various fora Stakeholder group: LGU LGU Local Organizations Records/ Documents of the institutionalization of best practices on SBM Local organizations Records of meetings/orientation Records of SBM advocacy activities on roles & responsibilities of conducted by the school each internal / external Records of SBM benchmarking done by the stakeholder group school head / management Records of activities on awarding or recognizing SBM champions/advocates 38 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 1: SCHOO L LEAD ER SH IP SBM 1.4 The school head: Manages SBM mechanisms/ systems and engages Institutionalizes SBM system through shared Initiates the installation of the stakeholders’ participation in the required leadership required SBM mechanisms/systems mechanisms/systems STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Organized teams and list of Records on the implementation of the Records of innovations done to improve membership per team: following: the: Management Information Management Information System (MIS) System (MIS) Management Information System (MIS) School Improvement Planning (SIP) SIP system SIP-School Planning Team system Budget Resource Management system INSET Mechanism Budget and Resource Management (BRM) system School Staffing system M&E Mechanism School Staffing system Performance M&E system Financial Management System School Performance M&E system Others, (Pls. specify)____________ School Staffing System Teachers welfare system Records of orientation on SBM systems and organizational set INSET mechanism up of school teams 39 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Minutes of meetings reflecting the Documentation of best practices on school participation of stakeholders to school target setting activities management Minutes of meetings reflecting Record on agreements with stakeholders on participation of school stakeholders in implementation of long-term school evaluation or review activities of the projects/programs school Updated list of completed projects and programs led, implemented and reviewed by School Head with stakeholders List of completed SIP/AIP-related projects and programs led by the school Progress reports of projects led and head and co-implemented with implemented by stakeholders stakeholders Minutes of regular consultation meetings with the School Governing Council (SGC) Minutes of meetings regarding planning Copies of resolutions passed by the Local of projects initiated by stakeholders School Board (LSB) that directly support the SIP/AIP Records of positive feedback on level of Copies of resolutions passed by the School satisfaction from stakeholders regarding Governing Council (SGC) that directly efficiency of school systems support the SIP/AIP Reports on stakeholders perception on school leadership Records on community stakeholders volunteers in school programs/ projects/ activities Records of improvement in school performance indicators Records on SBM benchmarking done by the School Head 40 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 1: SCHOOL LEAD ER SH IP SBM 1.5 The school head: Delegates financial tasks and devotes Acts as fund manager and devotes more attention to Performs fund management duties more attention to instructional leadership instructional leadership and supervision and supervision STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Documents showing alignment of funds utilization to Records of resource generation Memo designating a school SIP/AIP from the different sources: personnel to perform financial- related tasks Documents showing budget is demand-driven and/or responding to urgent needs of the school MOOE Positive financial performance reports prepared by duly Record of cash flow aligned to AIP authorized personnel under the supervision of the LSB /SEF school head Required financial report prepared Financial reports prepared adhering to budgeting, by the school head or financial staff accounting and auditing guidelines Adopt-a-School Published financial statement and distributed to school community stakeholders Record showing school head Donations devoting more time on instructional COA’s Audit Report leadership e.g. classroom Revised staff development program of the school observation, instructional Income generating projects reflecting the TSNA results, school performance results consultancy, mentoring, coaching, and consolidated IPPDs etc. PTA support Records on teachers’ application of knowledge and skills learned from training e.g. demonstration lessons, lesson plans, and others Others, (Pls. specify) Records on the conduct of school or cluster-based ______________ training programs on improving classroom instruction/management Records of trainings / learning opportunities provided to / attended by school personnel align to their IPPD Records of SBM benchmarking done by the school head or management 41 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 2: INT ERNA L STAK EHOLD ER S: SBM 2.1 Pupils/Students; Teachers; • Exercise their rights and fulfill their Are active co-leaders of the school and assume Parents: are aware of their rights and responsibilities as primary stakeholders shared accountability for their performance responsibilities as primary • Support SBM Are champions of SBM stakeholders STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Report on the conduct of Records showing participation in the Records of participation in the adjustments / orientation regarding their development and implementation of modification of the SIP/AIP by: rights, roles and responsibilities the SIP/AIP: as stakeholders: Pupils/Students Pupils/Students Teachers Pupils/Students Teachers Parents Teachers Parents Parents Records of activities implemented, monitored and Minutes of the meetings showing reported to all stakeholders by: Copies of the following: feedback and suggestions for school improvement: Pupils/Students Organization Pupils/Students Handbook Teachers Association Pupils/Students Parents Association Teachers Magna Carta of Teachers/DepEd Service Parents Manual Provisions on Parents roles and responsibilities found in DepEd Service Manual/Education Act of 1982 42 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Existence of School Records of consultations concerning Status reports on projects/programs and their Organizations(name of student performance (learning and contributions to the improvement of learning outcomes organization and list of officers) behavior): led and managed by: Pupils/Students Organization Pupils/Students between students and teachers Teachers Association Teachers between parents and teachers Parents Association Parents Records showing feedback about teacher performance from: Records of outstanding performance/ Constitution and by-laws: achievement/award of excellence, model of good behavior of: Pupils/Students Pupils/Students Parents Pupils/Students Teachers Teachers Parents Progress report on school activities Parents co-implemented with: Minutes of the meetings on Pupils/Students Organization Results of school-initiated survey showing level of school improvement: satisfaction on school performance by: Teachers Association Parents Association Pupils/Students Pupils’/Students’ Organization Teachers Records of assemblies / committee Parents meetings on school improvement Teachers’ Association projects undertaken by: Regular issues of school publications led by: Parents’ Association Pupils/Students Organization Pupils/Students Organization Teachers Association Teachers Association Parents Association Parents Association 43 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 2: INTERNA L STAK EHOLD ER S: TEACH ER S SBM 2.2 Teachers are trained on Pursue continuing professional Hold themselves accountable for student performance curriculum, content and pedagogy. development and positively influence learning and school outcomes STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Report on training needs Record on the utilization of NCBTS Report on the implementation of IPPD as contained in analysis based TSNA results in developing SIP/AIP IPPD Report on trainings attended Report on self-initiated professional development Copy of IPPD based on NCBTS based on IPDP Report on the number of INSET Record of attendance to Masters /Doctorate /Diploma programs attended aligned with the programs SIP/AIP Certificate of membership to local or international Report on Self Improvement Training professional organizations (e.g. MTAP, PASATAF, based on school head observation TOP, RAP, ASCED, WCCI) checklist/guide Records of teaching learning observation checklist or guides showing learning gains in instruction among students Records of remediation/enrichment activities or other programs provided to students based on their needs 44 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 2: INTERNA L STAK EHOLD ER S: TEACHERS SBM 2.3 Teachers apply knowledge, Transfer/share learnings to peers Hold themselves accountable for student performance process skills and instructional as co-leaders and co-managers in school innovations acquired from participation in trainings. STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Lesson plan showing the Report showing increased Records on managing the conduct of INSET application of methodologies mentoring/coaching activities learned Publication / journals / papers/ research work of good practices on mentoring and teaching focused on Certificates received as resource results Documents on utilization of person/demo teacher/trainer Instructional materials, Records of innovations introduced in the class reference books, workbooks, lesson exemplars, etc. Documents of best practices showcasing mentoring/coaching Record of increased achievement test results and other performance tests (e.g. school, division, Records of teacher observation regional, national levels) results showing improvement in Record on the level of satisfaction by teaching/learning process peers Record of class performance: Records of evaluation results Records of collaborative/integrative Drop-out showing increased student planning, team-teaching, etc. performance Achievement rate Record on improved performance rating by immediate supervisor Records of institutionalized effective teaching-learning practices for improved pupil/student performance Trophy/ other award/ citations such as “Model/Outstanding Teacher “(division, region, national) 45 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 2: INTERNA L STAK EHOLD ER S: PARENTS SBM 2.4 Parents assume Co-manage and co-monitor learning Are held accountable for the performance of their responsibilities as partners in the process children learning process. STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Records/journals of parents’ Records of interventions/projects co- Records of activities initiated by parents and reported visit/participation in managed by parents to stakeholders interventions e.g. reading program, feeding program and others Committee membership in monitoring Self-assessment of parents on the assistance school performance provided to their children Records of parent-volunteers as teacher aides, para teachers, tutors, remedial teachers, etc. Records on donations that enhance Evaluation report on the positive impact of parent-led pupil/student achievements programs / projects to learning outcomes Records of institutionalized practices on parental involvement for the improvement of pupil/student performance Awards/citations given to outstanding parents 46 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 3: EXTERNAL STAK EHOLD ERS SBM 3.1 External stakeholders: Have a clear and common Exercise their rights and fulfill Share in the responsibility and accountability towards understanding of their rights, responsibilities as education stakeholders students learning outcomes responsibilities and functions in school improvement STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Records of attendance to SBM Records of : Reports on: orientations by the following stakeholders : Consultation session/s with other Status of programs/ projects assisted/initiated by Local School Board (LSB) / stakeholders regarding feedback external stakeholders (i.e. contributions towards LGU/ Barangay Council on performance (learning and attainment of SIP/AIP objectives) behavior) Alumni/Youth Group Retirees/Elders Involvement of external stakeholders in the monitoring Participation of external and evaluation of SIP implementation Professionals /Barangay stakeholders in SIP Health Workers/ Traditional implementation Birth Assistants Involvement in the development of school Religious Groups/ Church improvement policies and procedures which are leaders or ministers consistent with the School Vision, Mission, Goals and Objectives Non-government Organizations / Cooperatives/ Church Organizations School Governing Council Others, (Pls. specify. e.g. Farmers’ Group, Fisherfolk’s Group) ___________ 47 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 3: EXTERNAL STAK EHOLD ERS SBM 3.2 External stakeholders: School Community are organized to Expand school-wide support for Support for continuous school improvement support/implement SBM implementation of SIP priority programs institutionalized and projects STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Existence of organizations Records of participation in setting of MOA/MOU for long term support for school (name of organization and list learning targets improvement of officers) Records of commitment to support Alumni/Youth Group school programs Evaluation report on the impact of external stakeholder-led programs / projects to learning Retirees/Elders Records of participation in improving performance indicators outcomes Professionals / Barangay Health Workers/ Traditional Records of participation in school Records of stakeholder groups’ multiyear Birth Assistants facilities development plan and implementation of a long term plan/programs policies on student behavior Religious Groups / Church leaders or ministers Minutes of consultative assemblies or other Non-government Organizations participatory decision making activities led by external / Cooperatives/ Church stakeholders Organizations 48 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) School Governing Council Others, (Pls. specify . e.g. Farmers’ Group, Fisherfolk’s Group))_____________ Minutes of the meeting/s on school improvement: Alumni//Youth Group Retirees/Elders Professionals /Traditional Birth Attendants/ Barangay Health Workers Religious Groups / Church leaders or ministers Non-government Organizations / Cooperatives/ Church Organizations School Governing Council Others, (Pls. specify. e.g. Farmers Group, Fisherfolk’s Group)____________ 49 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 3: EXTERNAL STAK EHOLD ERS SBM 3.3 External stakeholders: Are organized to participate in the Organize themselves to create a community Are mobilized to support SBM and implementation of the SIP/AIP environment to support SBM in particular and Basic the implementation of the SIP Education in general STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Documents to validate participation of Reports/records of stakeholders in local initiatives to Existence of an intra-organizational MOU/MOA to meetings/orientation of external support SBM and SIP continuously support school improvement programs stakeholders on SIP/AIP and its implementation: implementation Classroom-based initiatives Existence of an M&E system to improve intra- Work plans of external organizational linkages stakeholders aligned to the SIP/AIP Grade/year level initiatives Records showing impact of intra-organizational linkages on school improvements Reports/records of meetings/orientation on other School-based initiatives possible school community Organized stakeholders champion on Basic Education partnerships Alternative learning program Records of stakeholder involvement in: initiatives Initiated school improvement projects Strong SBM advocacy programs Progress report on programs and projects participated in by external stakeholders Stakeholder involvement in the school Monitoring and Evaluation system 50 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 3: EXTERNAL STAK EHOLD ERS SBM 3.4 External stakeholders: Local government stakeholders expand Local government stakeholders institutionalize LSB Local Government stakeholders are support for SBM practices fully aware of their roles and support for educational subsidies through responsibilities LSB and other sources STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Progress reports on long-term school improvement Report/records of Records of consultations/meetings program/s funded by the SEF meetings/orientation/training/bri with other stakeholders regarding efing of Local Government resource planning Record of alignment of the SEF multi-year allocation stakeholders on their duly Certificates of attendance in LSB to the SIP/AIP recognized roles and meetings responsibilities related to SBM An evidence of commitment of LGU/LSB long term Report on/records of Records of SIP priorities linked with support: e.g. Resolution, MOA, Memorandum of participation of local the SEF allocation Understanding (MOU), etc. government unit in the development of the SIP/AIP Report on voluntary support of LGUs to schools 51 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.1 School conducts Conducts Periodic assessment of SBM Institutionalizes assessment of SBM practices using assessment of SBM practices using practices using assessment tool assessment tool assessment tool. STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Accomplished self-assessment Report on conducted assessment of SBM practices guide on SBM practices Reports / results of periodic using assessment tools recognized by the assessment of SBM practices region/division management Analysis of SBM assessment results Adjusted SIP/AIP based on results of Records of utilization of SBM assessment results in assessment of SBM Practices benchmarking with regional/national standards Data on school performance indicators gathered Records of improvement in levels of Assessment results showing progress in SBM SBM practices as a result of technical practices assistance received Analysis of school data against National Standard Records of actions taken by school head in improving SBM practices in Records on the trend analysis the school of results on the assessment of SBM Practices submitted to the Division for provision of technical assistance 52 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.2 School Governing Council Supports continuous school improvement Demands and champions continuous school Is organized. process improvement process STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: List of officers with roles and List of projects and activities identified Minutes of Meetings on the involvement of SGC on responsibilities by SGC for support school governance matters (policy making) Records of SGC participation in: Constitution and by-laws Minutes of annual meetings / assemblies led by the SIP/AIP preparation SGC to report progress vis-à-vis the SIP/AIP Code of Conduct Implementation SGC Annual Report with inclusion of SIP/AIP progress report Monitoring Operating procedures Evaluation Copy of the proposed adjustments for the AIP List of committees with roles and responsibilities Policies developed by SGC on: List of “School Governance” policies adopted by the school SIP/AIP preparation Records of the membership of the SGC in various Implementation SIP committees Monitoring Documents on the involvement of the SGC in the revision of SIP and adjustments of AIP Evaluation Copy of the SGC resolution accepting and supporting the SIP 53 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.3 The school has: SIP/AIP regularly tracked, reported and SIP/AIP implementation geared towards achieving Knowledge-based and participatory updated/revised for continuous school exemplary performance, institutionalized benchmarking SIP/AIP formulation improvement and continuous improvement process STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Documents/Records showing M&E reports Advocacy plan of stakeholders geared towards School Planning Team (SPT) achieving exemplary performance leading the development of the SIP/AIP Existing SIP/AIP revised/updated by the SPT in consultation with Documents showing school performance analyzed, stakeholders disseminated and recommendations acted upon The SIP has the following basic contents: Records of school performance continuously improving SIP/AIP includes research-based programs/projects School and community for continuous improvement of school performance profile Action Research/Project Proposal for school continuous improvement School performance benchmarked with other schools Situational analysis that is data driven (based on in the division School MIS) Action Research/Project Proposal implemented Analysis report of the action research and/or project School vision, mission, proposal goals and objectives Report on implemented action research and/or project Priority Improvement Areas proposal that improved school outcomes Work and Financial Plan 54 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Records of involvement of stakeholders in SIP formulation Document on implementation structure The AIP has the following contents: Priority Improvement Areas for the current year Objectives Programs, projects or activities Resource requirement Time Frame Amount and sources of funds 55 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.4 Stakeholders are informed, Stakeholders’ increased involvement in SIP/AIP formulation and implementation sustained with consulted and engaged in SIP/AIP the implementation and monitoring of the engagement of stakeholders formulation and implementation. SIP/AIP STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Records of involvement of Records of stakeholders involvement Stakeholders (PTA and others, etc.) work plan aligned stakeholders representatives in in the SIP/AIP implementation review to SIP the SIP/AIP formulation Records of institutionalized involvement of the M & E report on SIP/AIP stakeholders in the school improvement process Records of involvement of implementation through pledges of commitment, MOA, MOU, stakeholders representations in Resolutions, etc. the SIP/AIP implementation Record of advocacy efforts to promote the SIP either through tri-media e.g. print, radio, TV, internet; linkaging with possible donors to fund priority programs/projects of the SIP 56 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.5 Performance-based Performance-based Incentives and Institutionalized Incentives and Rewards System Incentives and Rewards System for Rewards System support school pupils/students and teachers installed improvement process in school and supported by the SGC PROGRESSIVE MATURE STANDARD Level 2: Level 3: Level 1: Guidelines on Incentives and Performance contract between SGC Rewards System for: and School in accordance with the Policy document adopting Performance-based guidelines on Incentives and Incentives and Rewards System Pupils/students Rewards System Teachers Records on the continuous implementation of the Records of incentives/rewards Performance-based Incentives and Rewards System Results of pilot implementation granted on the guidelines on Incentives and Rewards System Documents showing Performance-based Incentives Report on monitoring and evaluation and Rewards System adopted by other schools on Year 1 implementation linking Revised guidelines on incentives and reward system to incentives and rewards system school improvement process implemented 57 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 4: SCHOOL IM PR OVEMENT PROCESS SBM 4.6 The school emphasizes School meets Division/Region/National School surpasses Division/Region/National improvement of school outcomes performance standards on learning performance standards outcomes STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: SIP/AIP implementation Report on school performance Report on school performance indicators surpassing attained the goals and indicators meeting standards of the: the standards set by the: objectives relevant to school performance indicators Division Division Region Region National National 58 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 5: SCHOOL–BA SED R ESOURC ES SBM 5.1 The school: Has an Annual School Budget (ASB) • Has an ASB augmented by the Local Has an ASB with regular funding from LSB aligned with the Annual Improvement School Board (LSB) funds and other Has an ASB with additional funds from grants and other Plan (AIP) sources from the community and other income generating projects agencies Has additional funding from the community and other agencies STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: ASB submitted and reviewed by DepEd LSB representative submitted LSB resolution creating a SIP support fund and the Division Office and strongly advocated support for making such fund a regular item in LSB/SEF Budget SIP/AIP ASB reflecting Maintenance LGU Ordinance (city/municipal/barangay) augmenting and Other Operating Expenses LSB/SEF Budget reflecting fund funds for SIP/AIP implementation (MOOE) and other sources of support for AIP projects funding for AIP programs/projects MOA/MOU on regular grants from other sources Records of resources/ funds received from LGU and other sources Procurement plan aligned with Grants received by schools as a result of the proposal ASB for school improvement activities ASB submitted to DepEd Investments for school improvement from income- Division representative (SDS or generating projects District Supervisor) to the LSB Records of representation/advocacy for LSB support to SIP/AIP made by DepEd representative 59 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 5: SCHOOL–BA SED R ESOURC ES SBM 5.2 The Annual School Budget (ASB) resulted in the attainment of ASB resulted to learning outcomes ASB resulted in sustained excellent performance school targets and desired learning surpassing school targets outcomes STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: ASB supported interventions/ ASB supported Interventions of ASB supported interventions or programs/projects met programs/projects attained programs/projects surpassed school national targets: school targets on: targets: Enrollment Enrollment Enrollment Drop Out Rate Drop Out Rate Drop Out Rate Retention Rate Retention Rate Retention Rate Completion Rate Completion Rate Completion Rate Achievement Level Achievement Level Achievement Level ASB is executed with best practices and innovations Monitoring data showing judicious execution of ASB Documentation of best practices on fund management Records of satisfaction of internal and external stakeholders on fund management 60 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 5: SCHOOL–BA SED R ESOURC ES SBM 5.3 The school manages and controls funds with minimal fiscal Has substantial fiscal authority/autonomy Has full fiscal authority/autonomy authority/autonomy. STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Records on utilization of Plantilla item for at least one fiscal Direct release of Personnel Services (PS) and MOOE downloaded school MOOE with staff to school covered by DEPED/DBM orders or circular assistance from Division Office Records on utilization of downloaded Documents granting School Head full signing authority Division Memo granting School school MOOE with guidance from Head minimal signing authority Division Office on financial transactions Plantilla item for complete fiscal staff (accountant/bookkeeper and cashier/disbursing Division Memo granting School Head officer) School Memo designating fiscal increased signing authority on staff financial transactions Designated fiscal staff trained on bookkeeping and disbursement processes 61 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 5: SCHOOL–BA SED R ESOURC ES SBM 5.4 The allocation is: Optimally utilized and disbursement Optimally utilized and disbursement of Optimally utilized and disbursement of funds is of funds is aligned to SIP/AIP/ASB funds is systematically recorded, audited systematically recorded, audited and and recorded, reported and and reported/published reported/published accounted for. STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Records of needs analysis (SIP Financial statements showing that Financial statements showing that MOOE and other identified programs and MOOE and other sources of funds sources of funds fully utilized according to ASB projects) undertaken fully utilized according to ASB Complete required books of accounts prepared and Records of simple accounting Basic required books of accounts maintained by duly appointed fiscal staff (O.R.,RER, expenses receipts, prepared and maintained by a fiscal other supporting documents to staff vouch transactions) of MOOE Books of Accounts and all financial transactions and other sources of funds properly audited submitted School Financial Reports Analysis of financial statement Annual Procurement Plan • accounted for prepared and submitted • submitted/reported to Implementation of procurement plan sustained authorities on time • published Procurement plan implemented 62 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 6: SCHOOL PERFORMANC E ACCOUN TAB ILITY SBM 6.1 The school: Exercises transparency and Has a fully functional M&E system participated in by Has mechanisms for transparency accountability for school performance stakeholders and accountability Fully operationalizes a performance and Has installed and operationalized results-based M & E system Monitoring and Evaluation System STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Documents showing monitoring Records of School M&E tools utilized and evaluation tools on: in the: Revised and improved M&E tools and mechanisms Implementation of SIP/AIP Implementation of SIP/AIP Records of participation by stakeholders in the revision and improvement of M&E tools Tracking of student Tracking of student performance performance Records of participation by stakeholders in the Tracking of teacher performance conduct and utilization of the improved M&E system and its tools Tracking of teacher performance SGC operations Documents of M&E findings used as basis for adjustments of the SIP/AIP SGC operations Fund management Institutionalized use of the student performance Fund management tracking system 63 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) Institutionalized use of the teacher performance Guidelines on: Records of implementation of School tracking system M&E activity as planned and Monitoring and Evaluation scheduled Records on the institutionalization of the M&E system Transparency and Records of stakeholders participation Accountability in the conduct of M&E M&E reporting system Records of student performance generated through the student Committees organized involving tracking system internal and external stakeholders in M&E M&E results jointly analyzed and Reports on briefing/orientation reported by school personnel and on transparency and stakeholders accountability conducted 64 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 6: SCHOOL PERFORMANC E ACCOUN TAB ILITY SBM 6.2 The school informs and Publishes validated school performance involves major stakeholder in the Allows stakeholders to fully participate in monitoring and evaluation. monitoring and evaluation and reporting activities STANDARD PROGRESSIVE MATURE Level 2: Level 3: Level 1: Records of reports and Records of school led meetings/ Records of validation of school performance reports information provided to the: assemblies with the school (including validation proceedings) stakeholders regarding reporting of M&E validation instrument Superintendent school monitoring and evaluation results which includes: LSB Client Satisfaction Surveys School Report Card PTA Records of SGC doing quarterly tracking and evaluation of student performance SGC SIP/AIP implementation Records of SGC doing quarterly tracking and Others, (Pls. specify) evaluation of teacher performance _____________ Records of SGC doing annual tracking and evaluation Records of involvement of the: of school performance Division officials LSB PTA SGC Others, (Pls. specify) _____________ 65 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) SBM Dimension 6: SCHOOL PERFORMANC E ACCOUN TAB ILITY SBM 6.3 The school: Monitors and evaluates improvements in Monitors and evaluates Benchmarks school performance with National and student learning outcomes and other International standards improvements in student performance indicators on a school-wide performance indicators per class, basis per student, per subject STANDARD PROGRESSIVE MATURE Level 1: Level 2: Level 3: Documents of targets on school Records of periodic assessment of Records of analysis of school performance vis-à-vis performance indicators students achievement (tests) DepEd standards (enrolment, retention rate, cohort survival rate, completion rate and student achievement) Accomplished school BEIS reports Records of continuous improvement of student are disseminated to internal learning outcomes and other performance indicators and external stakeholders Compilation of assessment tools used and results Records showing readiness for accreditation at the Classroom level tracking of local and international levels student learning outcomes Documentation of Best Practices Organized documents on tracking of school performance indicators Reports on benchmarking/replication of best practices Records of participation of school in various seminars/meetings/school visits to share best practices Records of endorsement by the Division on replication of best practices by other schools 66 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) NOTES 67 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) NOTES 68 BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)